1answer.
Ask question
Login Signup
Ask question
All categories
  • English
  • Mathematics
  • Social Studies
  • Business
  • History
  • Health
  • Geography
  • Biology
  • Physics
  • Chemistry
  • Computers and Technology
  • Arts
  • World Languages
  • Spanish
  • French
  • German
  • Advanced Placement (AP)
  • SAT
  • Medicine
  • Law
  • Engineering
Helen [10]
3 years ago
6

“The French revolution and those in North and South America have been transformed into founding myths in their respective countr

ies and are thought to mark the emergence of citizenship, of national economies, of the very idea of the nation. But in their own time, the revolutions’ lessons were inconclusive. . . . The revolutions of the Americas began by drawing on ideas of [liberty and citizenship] . . . to redefine sovereignty and power within imperial polities but ended up producing new states that shared world space with reconfigured empires. The secession of states from the British, French, and Spanish empires did not produce nations of equivalent citizens any more than it produced a world of equivalent nations. . . . Popular sovereignty was far from the accepted norm in western Europe and within empires’ spaces overseas it was unclear whether the idea of [individual rights] would be a contagious proposition or one [restricted to] a select few. . . . The nation had become an imaginable possibility in world politics. But the leaders of [empires] did not want to limit their political compass to national boundaries.”
Jane Burbank and Frederick Cooper, historians, Empires in World History, 2010

a) Explain ONE difference in the arguments expressed in the two sources regarding the effect of revolutions on the global political order.

b) Explain ONE development from the period of the Atlantic Revolutions that grounded “social relations for the first time on the principle of formal equality” as claimed in the second paragraph of Source 1.

c) Identify ONE way in which empires in the nineteenth century (other than those mentioned in the passage) successfully resisted revolutionary change, as suggested in Source 2.
Social Studies
1 answer:
Amiraneli [1.4K]3 years ago
8 0

Answer:

a. One difference in the arguments expressed in the two sources regarding the effect of the revolution on the global political order is the main idea of them. In the first source, it states, " the American and French revolutionaries expanded the whole horizon of the age, opening a path of linear progress, grounding social relations for the first time on the principle of formal equality, lifting the weight of tradition and royal charisma, and instituting a system of rules that made those in political authority accountable to a community of citizens." Meaning, the main idea the "whole horizon of the age" While in the second source it states, "The French revolution and those in North and South America have been transformed into founding myths in their respective countries and are thought to mark the emergence of citizenship, of national economies, of the very idea of the nation. But in their own time, the revolutions’ lessons were inconclusive. . . . The revolutions of the Americas began by drawing on ideas of [liberty and citizenship] . . . to redefine sovereignty and power within imperial polities but ended up producing new states that shared world space with reconfigured empires." Showing that the main idea was the coming(emergence) together of citizenship.

b. One development from the period of the Atlantic revolutions that grounded "social relations for the first time on the principle of formal equality" is the institution a system of rules that made those in political authority accountable to a community of citizens.

c. One way in which empires in the nineteenth-century successfully resisted revolutionary change is the Ottoman Empire. Ottoman isolation was finally and definitively broken, setting the stage for the more significant reforms that transformed the empire during the remainder of the 19th century.

Explanation:

You might be interested in
What principle of Gandhi's did MLK use in his civil rights activism? What does this principle say?
dybincka [34]

Answer:

1) Gandhian principle of nonviolence in his own civil rights activism

2) It could be used for resolving any form of dispute and conflict, removing even a dictatorial re- gime, so conflict resolvement?

Explanation:

7 0
3 years ago
What is the number one city for trick or treating in the united states?
riadik2000 [5.3K]

Answer: San Francisco or Dallas

8 0
2 years ago
Read 2 more answers
Choose one of the developmental biological, psychoanalytical, cognitive, or social learning theories, and describe how it might
wel

Answer: Biological learning theory

Explanation: If we take into consideration what we know about Piajet's theory, we can clearly see how a lesson is affected in terms of deliverance and instruction.

To this author, learning is a constructive process in which we learn the basis and then continue to perfect it; A lesson should start by explaining the basic terms of a topic and then going onwards with it. The education system is structred like this, according to the age of the person is what they are going to learn and then perfect it as they grow older.

4 0
3 years ago
What issues were unresolved at the end of the war of 1812
4vir4ik [10]
<span> It did not address the issue of </span>impressment<span>, one of the major causes of the war.</span>
3 0
3 years ago
What major court did article 3 create
Galina-37 [17]

Article III of the Constitution establishes and empowers the judicial branch of the national government. The very first sentence of Article III says: “The judicial power of the United States, shall be vested in one Supreme Court, and in such inferior courts as the Congress may from time to time ordain and establish.”

4 0
3 years ago
Other questions:
  • Which factor limits the ability of the united nations to supply peacekeeping troops in the case of armed conflict?
    10·1 answer
  • McDonald's promotes coffee in cold, rainy Seattle and seasonal seafood meals including lobster and crab in select markets like N
    11·1 answer
  • In a class of 40 students, everyone has either a pierced nose or a pierced ear. the professor asks everyone with a pierced nose
    12·1 answer
  • Give an example of a government action in South Asian history that you think was wise or unwise, and explain why.
    14·1 answer
  • Summarize the specific methods used by interest groups in order to influence governmental decision making in all three branches
    12·1 answer
  • A social definition of ____ concerns behaviors that society deems unacceptable.
    5·1 answer
  • PLEASE HELP 10 MINITUES LEFT
    10·2 answers
  • Briefly explain three confucian principles
    10·1 answer
  • If a person believes in the ""natural rights philosophy"" what do they expect the government to do ?
    6·1 answer
  • For a somewhat normal distribution, the range is approximately equal to how many times the standard deviation?
    7·1 answer
Add answer
Login
Not registered? Fast signup
Signup
Login Signup
Ask question!